New public opinion research indicates that COVID-19 and the hurried transition to remote learning presented teachers with an array of challenges that seriously damaged their sense of self-efficacy. The quality of school working conditions, including fair expectations and clear communication, was found to be critical in sustaining the educators’ perceptions of professional success.
While over half of the teachers surveyed by academics at Brown University and the City University of New York experienced a decline in their sense of success, those who reported better working conditions were somewhat shielded from the effects, said co-author Matthew Kraft, a professor of education and economics at Brown. He added that lessons could be taken from schools that offered strong instructional leadership and opportunities for collaboration.
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